Point Pleasant Beach School District G. Harold Antrim Elementary School. Home of the Garnet Gulls The Few The Proud The Beach

Transcription

1 Point Pleasant Beach School District G. Harold Antrim Elementary School. Home of the Garnet Gulls The Few The Proud The Beach World Languages Spanish 3-5 Prepared by: Ginette Domena Maria-Elena Villanueva Created on: June 10, 2015 Board of Education Approval: August 25, 2015

2 District Mission Statement The Point Pleasant Beach School Community will provide for all students a safe and nurturing learning environment. We will empower our students with the knowledge, skills, and values needed to think critically, respect others and themselves, and achieve their highest potential as life-long learners. Philosophy of Course The Study of another language and culture prepares learners to function fully and effectively as citizen and workers in the 21 st century by being able to communicate in appropriate ways with people from diverse cultures. Goals of the Course! To provide a variety of meaningful and authentic materials that will enhance students understanding of the language and culture of the Spanish Speaking world.! To use technology as an integral tool for enhancing learning experiences in the classroom.! To incorporate the use of other disciplines such as mathematics, science, language, humanities and arts to expand their knowledge and to provide meaningful learning.! To use a wide variety of resources including the Internet, newspaper, magazines, libraries for obtaining and sharing information, ideas to promote a better understanding of our world.! To prepare learners to be effective citizens in a global and diverse world in the 21 st century. 2 P age

3 American Council on the Teaching of Foreign Languages (ACTFL) Standards for Foreign Language Learning Communications Standard 1.1: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions Standard 1.2: Students understand and interpret written and spoken language on a variety of topics Standard 1.3: Students present information, concepts, and ideas to an audience of listeners or readers on a variety of topics. Cultures Standard 2.1: Students demonstrate an understanding of the relationship between the practices and perspectives of the culture studied Standard 2.2: Students demonstrate an understanding of the relationship between the products and perspectives of the culture studied Connections Standard 3.1: Students reinforce and further their knowledge of other disciplines through the foreign language Standard 3.2: Students acquire information and recognize the distinctive viewpoints that are only available through the foreign language and its cultures Comparisons Standard 4.1: Students demonstrate understanding of the nature of language through comparisons of the language studied and their own Standard 4.2: Students demonstrate understanding of the concept of culture through comparisons of the cultures studied and their own. Communities Standard 5.1: Students use the language both within and beyond the school setting Standard 5.2: Students show evidence of becoming life-long learners by using the language for personal enjoyment and enrichment. 3 P age

4 Program Delivery The delivery of world languages differs by level. Students in grade Kindergarten receive Spanish instruction two days a week (80 classes per year; 20 minute instructional periods). Students in grades 1-5 receive Spanish instruction one day a week (40 classes per year; 45 minute instructional periods). The middle school program students will receive Spanish classes in sixth, seventh, and eighth grade. Instruction will be at the novice-mid proficiency level. Culture will be interconnected into the lessons as appropriate. At the end of program, students will be ready to attend Spanish II at the High School. If they elect to continue with the Spanish Language, students have the opportunity to take an accelerated credit course, AP Language Spanish in their Senior Year. In the High School, students are required to take ten credits of the same world language as part of their high school graduation requirement. An increasing number of college bound students go on to take additional years of world languages. 4 P age

5 Content Area: World Language Spanish 3-5 WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3 Course Title: Spanish Grade 3 Grade Level: 3 School Life 18 days Let s eat! 18 days Celebraciones 4 days Date Created: June 10, 2015 Board Approved on: 5 P age

6 Content Area: World Language-Spanish 3-5 Unit Title: School Life Target Course/Grade Level: Third Grade 6 P age WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3 School Life Unit Overview Unit Summary: In this unit students will learn vocabulary related to school supplies, numbers (0-60), Classroom Items, follow directions, people in the school, and places around the school. Primary interdisciplinary connections: Social Studies, Technology, Math, Arts. 21 st century themes: Education and Training (ED) & Performing Arts (AR-PRF). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A 7.1.NM.A NM.A NM.A NM.A NM.A NM.B Interpretive Mode (A) Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics Interpersonal Mode (B)

7 7.1.NM.B NM.B NM.B NM.B NM.B NM.C 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A B C.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode (C) Standard 9 21 st Century Life & Careers PRF.6 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Create stage, film, television or electronic media scripts in a variety of traditional and current formats. PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. 7 P age

8 Unit Essential Questions What school supplies do I use in school? What are the objects in the classroom? What is the name of people around the school? How school in other countries compare with our school? Unit Enduring Understandings Students will understand that Language learning involves acquiring strategies to fill communication gaps. The learner will identify school supplies, classroom items. The learner will identify people and places around the school Unit Objectives Unit Objectives Students will know to Students will be able to Recognize and label school supplies. Hear and respond to basic greeting words. Name school items in the classroom. Produce oral language by imitating, singing and Name furniture around the classroom. rhyming. Name people around the school Identify items from the classroom such a pencil, marker, paper, etc. Name places in the school. Identify items around the classroom by color and/or Count from shape such as desk, door window. Identify people around the school. Identify places in the school. Follow directions using TPR. Identify faculty and staff names relate to certain rooms around school. WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3- School Life Evidence of Learning Formative Assessments Bingo TPR (Follow directions) Worksheets- handouts Summative Assessments The unit will conclude with the creation of a virtual tour around school. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Matching games Drawing to demonstrate. Games: Matamoscas, Adivina que tengo, Dominos Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. 8 P age

9 Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish 3-5 Unit Title: Let s Eat! Target Course/Grade Level: Third Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3 Let s Eat!!! Unit Overview Unit Summary: In this unit students will learn vocabulary related to foods, fruits, vegetables, meals during the day, supermarket, menu, metric system, My Plate. Primary interdisciplinary connections: Social Studies, Technology, Math, Arts. 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT) & Performing Arts (AR-PRF). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 9 P age

10 7.1.NM.A NM.A NM.A NM.A NM.A NM.B 7.1.NM.B NM.B NM.B NM.B NM.B NM.C 7.1.NM.C NM.C NM.C NM.C NM.C & 8.2 Technology A A B C.1 Standard 9 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. Recognize a few common gestures and cultural practices associated with the target culture(s). Identify familiar people, places, and objects based on simple oral and/or written descriptions. Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics Interpersonal Mode (B) Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. Presentational Mode (C) Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. Copy/write words, phrases, or simple guided texts on familiar topics. Present information from age- and level-appropriate, culturally authentic materials orally or in writing. Name and label tangible cultural products and imitate cultural practices from the target culture(s). Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. 10 P age

11 21 st Century Life & Careers PRF.6 Create stage, film, television or electronic media scripts in a variety of traditional and current formats. PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions What is healthy eating? How diet relates to health? Do we have healthy habits in our school? Why or why not? Unit Enduring Understandings Students will understand that There are specific foods for a healthy diet. The learner will describe foods by the meal of the day and/ or their personal like or dislike. Unit Objectives Students will know to Identify and name fruits and vegetables. Describe fruits and vegetables by size, shape, color and taste. Identify food items in an advertising, menu, and recipe. Unit Objectives Students will be able to Identify fruit and vegetables by seasons. Express likes and dislikes. Answer questions about food. Order food at a restaurant. Formative Assessments TPR (Follow directions) Worksheets- handouts Check for understanding: White boards. 11 P age WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3 Let s Eat Evidence of Learning Matching games Match props and vocabulary Games: Adivina que tengo, Matamoscas, dominos, bingo. Summative Assessments The unit will conclude with a chart where students will create a menu for the school cafeteria for breakfast and lunch. Learners will use pictures and words to illustrate their menu. Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures.

12 CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish 3-5 Unit Title: Celebrations Target Course/Grade Level: Third Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3- Celebrations Unit Overview Unit Summary: In this unit students will explore Independence Day celebrations in Latin American Countries Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT), Performing Arts (AR-PRF) & Visual Arts (AR-VIS). 12 P age Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society.. CPI # Cumulative Progress Indicator (CPI)

13 7.1.NM A Interpretive Mode (A) Proficiency Level- Novice Mid (NM) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics 7.1.NM.B Interpersonal Mode (B) 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C Presentational Mode (C) 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). 8.1 & 8.2 Technology A A B C.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a 13 P age

14 8.1.5.E B.4 worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Research technologies that have changed due to society s changing needs and wants. Standard 9 21 st Century Life & Careers PRF.6 Create stage, film, television or electronic media scripts in a variety of traditional and current formats. PRT.2 VIS.1 VIS.2 Demonstrate the production of various print, multimedia or digital media products. Describe the history and evolution of the visual arts and its role in and impact on society. Analyze how the application of visual arts elements and principles of design communicate and express ideas ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions What is Independence Day? When is it celebrated? Which countries in Latin America celebrate the special day? What special foods are eaten? Can I compare my own celebrations to Independence Day in Latin American countries? What are some of the traditions of Independence Day in Latin American countries? Unit Enduring Understandings Students will understand that Independence Day in Latin American countries has similar traditions to those in the United States Special meals are eaten during Independence Day in Latin American countries Independence Day in Latin American countries occur in countries such as Mexico, Guatemala and Costa Rica 14 P age

15 Unit Objectives Unit Objectives Students will know Students will be able to where Independence Day in Latin Understand that Independence Day in Latin American countries is celebrated American countries is a special celebration. why it is celebrated Discuss different traditions during Independence how to compare an event in their Day in Latin American countries community with Independence Compare their traditions to the traditions of Day in Latin American countries Independence Day in Latin American countries how to recognize foods eaten Identify items/costumes related to Independence Day in Latin American countries WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 3 - Celebraciones Evidence of Learning Formative Assessments Bingo TPR ( Follow directions) Worksheets- handouts Matching games drawing to demonstrate Match props and words. Summative Assessments The unit will conclude with the creation of a power point presentation highlighting a different country s celebration of Independence Day Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: 15 P age

16 WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4 Content Area: World Language Spanish 3-5 Course Title: Spanish Grade 4 Grade Level: 4 What Do We Do In School? 10 days What a Family 12 days In Our House 13 days Celebraciones 5 days Date Created: June 10, 2015 Board Approved on: 16 P age

17 Content Area: World Language-Spanish 3-5 Unit Title: What Do We Do In School? Target Course/Grade Level: Fourth Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- What Do We Do In School? Unit Overview Unit Summary: In this unit students explore vocabulary in connection with common greetings, expressions, numbers (0-100), classroom vocabulary, months, dates, and seasons Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT) & Performing Arts (AR-PRF). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A 17 P age Interpretive Mode (A) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics

18 7.1.NM.B Interpersonal Mode (B) 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C Presentational Mode (C) 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). 8.1 & 8.2 Technology A A B C.1 Compare and contrast how products made in nature differ from products that are human made in how they are produced and used. Investigate and present factors that influence the development and function of a product and a system. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Standard 9 21 st Century Life & Careers PRF.6 Create stage, film, television or electronic media scripts in a variety of traditional and current formats. PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. 18 P age

19 Unit Essential Questions Can I greet someone? Can I introduce myself? Can I ask someone his or her name? Can I tell how I am feeling? Can I tell my age? Can I count from 0-100? Can I say please, thank you, and you re welcome? Can I name basic classroom objects/supplies? Do I know which supplies are used for different subject areas? Can I understand the days, months, and seasons? How do greetings in Spanish differ from greetings in English? Unit Objectives Students will know recognize greetings count from identify items around the classroom give and ask age identify and tell days, months and seasons Formative Assessments Do Nows Exit Slips TPR Drawing to demonstrate understanding Interpretive reading and listening tasks Student-to-student conversations Completed worksheets Computer games Jeopardy games Unit Enduring Understandings Language learning involves acquiring strategies to fill communication gaps The learner will be able to greet people in the target language and tell how they are feeling The learner will understand that there are several ways to greet others in the target language A calendar is organized There is a difference in telling dates Unit Objectives Students will be able to hear and respond to basic greetings produce oral language by responding to songs identify calendar items identify classroom supplies and objects WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- What Do We Do In School? Evidence of Learning 19 P age

20 Vocabulary quizzes Summative Assessments The unit will conclude with the creation of a presentation of a poem using Power Point about school and the seasons Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish 3-5 Unit Title: What a Family Target Course/Grade Level: Fourth Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- What a Family Unit Overview Unit Summary: In this unit students explore vocabulary in connection with the family including members of the family, ages of family members, brief descriptions of them and where they live Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT) & Performing Arts (AR-PRF). Learning Targets 20 P age

21 Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A 21 P age Interpretive Mode (A) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics 7.1.NM.B Interpersonal Mode (B) 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C Presentational Mode (C) 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits.

22 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). 8.1 & 8.2 Technology A A B C E.1 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Standard 9 21 st Century Life & Careers PRF.6 Create stage, film, television or electronic media scripts in a variety of traditional and current formats. PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions Can I identify my family members? Can I tell how many people are in my family? Can I tell the ages of my family members? Can I give a brief description of my family members? Can I tell where we live? Can I understand about others family members? Unit Enduring Understandings I am able to understand what others say about their families I know that there are different types of family members Language learning involves acquiring strategies to fill communication gaps Adjectives are used to describe people 22 P age

23 How does grammar in Spanish differ from grammar in English? Unit Objectives Students will know to identify their and others family members name their family members give ages of family members give brief description of family members tell where their family members live Formative Assessments Do Nows Exit Slips TPR drawing to demonstrate understanding Vocabulary quizzes Unit Objectives Students will be able to identify from pictures different family members discuss ages of different family members tell briefly about family members produce oral language by imitating and singing identify places family members live use the verb es for describing family members WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- What a Family Evidence of Learning Interpretive reading and listening tasks Student-to-student conversations Completed worksheets Computer games Jeopardy games Summative Assessments The unit will conclude with the creation of a presentation: My favorite relative Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: 23 P age

24 Content Area: World Language-Spanish 3-5 Unit Title: In Our House Target Course/Grade Level: Fourth Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- - In Our House Unit Overview Unit Summary: In this unit students explore vocabulary in connection with the house, different rooms of the house, items in the house, and describing their house Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT) & Performing Arts (AR-PRF). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A Interpretive Mode (A) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 24 P age

25 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics 7.1.NM.B 25 P age Interpersonal Mode (B) 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using memorized words and phrases. 7.1.NM.B.5 Exchange information using words, phrases, and short sentences practiced in class on familiar topics or on topics studied in other content areas. 7.1.NM.C Presentational Mode (C) 7.1.NM.C.1 Use basic information at the word and memorized-phrase level to create a multimedia-rich presentation on targeted themes to be shared virtually with a target language audience. 7.1.NM.C.2 Imitate, recite, and/or dramatize simple poetry, rhymes, songs, and skits. 7.1.NM.C.3 Copy/write words, phrases, or simple guided texts on familiar topics. 7.1.NM.C.4 Present information from age- and level-appropriate, culturally authentic materials orally or in writing. 7.1.NM.C.5 Name and label tangible cultural products and imitate cultural practices from the target culture(s). 8.1 & 8.2 Technology A A B C E A.4 Select and use the appropriate digital tools and resources to accomplish a variety of tasks including solving problems. Format a document using a word processing application to enhance text and include graphics, symbols and/ or pictures. Collaborative to produce a digital story about a significant local event or issue based on first-person interviews. Engage in online discussions with learners of other cultures to investigate a worldwide issue from multiple perspectives and sources, evaluate findings and present possible solutions, using digital tools and online resources for all steps. Use digital tools to research and evaluate the accuracy of, relevance to, and appropriateness of using print and non-print electronic information sources to complete a variety of tasks. Compare and contrast how technologies have changed over time due to human needs and economic, political and/or cultural influences. Standard 9 21 st Century Life & Careers PRF.6 Create stage, film, television or electronic media scripts in a variety of traditional and current formats.

26 PRT.2 Demonstrate the production of various print, multimedia or digital media products ED.2 Demonstrate effective oral, written and multimedia communication in multiple formats and contexts ED.5 Demonstrate group collaboration skills to enhance professional education and training practice. Unit Essential Questions Can I identify household items? Can I tell how many rooms are in my house? Can I tell which rooms have which items? Can I give a brief description of my house? Can I tell where I live? Can I understand about others homes? How does grammar in Spanish differ from grammar in English? 26 P age Unit Enduring Understandings I am able to understand what others say about their homes I know that there are several items that can go into several different rooms Language learning involves acquiring strategies to fill communication gaps Adjectives are used to describe homes Unit Objectives Unit Objectives Students will know to Students will be able to name different household items. identify from pictures different rooms and household describe room and items in a items particular house. tell briefly about their house describe household chores. produce oral language by imitating and singing identify places family members live in each room of the home use the verb es for describing their home use the verb tengo to say what they have in their home WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- In Our House Evidence of Learning Formative Assessments Do Nows Exit Slips TPR drawing to demonstrate understanding

27 Interpretive reading and listening tasks Student-to-student conversations Completed worksheets Computer games Jeopardy games Vocabulary quizzes Summative Assessments The unit will conclude with a drawing of the students home with all rooms labeled with household items Modifications (ELLs, Special Education, Gifted and Talented) Differentiates instructions as needed. Follow all IEP modifications/504 plan Curriculum development Resources/Instructional Materials/Equipment Needed Teacher Resources: Songs/ itunes Props and pictures. CD s / CD player. Various handouts. Internet games. Power Points. Teacher s laptop. Access to school laptops or multimedia classroom. Elmo and projector. Teacher Notes: Content Area: World Language-Spanish 3-5 Unit Title: Celebrations Target Course/Grade Level: Fourth Grade WORLD LANGUAGE SPANISH 3-5 CURRICULUM Grade 4- Celebrations Unit Overview 27 P age

28 Unit Summary: In this unit students will explore Las Navidades in different Spanish speaking countries Primary interdisciplinary connections: Social Studies, Technology, Math, Arts 21 st century themes: Education and Training (ED), Printing Technology (AR-PRT), Performing Arts (AR-PRF) & Visual Arts (AR-VIS). Learning Targets Content Standards: 7.1 World Languages: All students will be able to use a world language in addition to English to engage in meaningful conversation, to understand and interpret spoken and written language, and to present information, concepts, and ideas, while also gaining an understanding of the perspectives of other cultures. Through language study, they will make connections with other content areas, compare the language and culture studied with their own, and participate in home and global communities. Strands: A: Interpretive Mode, B: Interpersonal Mode, and C: Presentational Mode All students will use digital tools to access, manage, evaluate, and synthesize information in order to solve problems individually and collaboratively and to create and communicate knowledge 8.2- All students will develop an understanding of the nature and impact of technology, engineering, technological design, and the designed world, as they relate to the individual, global society, and environment. 9.3-This unit will infuse standards of the 21 st Century Life and Careers. Uses effective communication and collaboration skills and resources to interact with a global society, Critical Thinking and Problem Solving; Creativity and Innovation; Collaboration, Teamwork, and Leadership; and Cross-Cultural Understanding. By integrating Standard 9.3 into instruction, students will acquire the necessary academic and life skills to not only achieve individual success but also to contribute to the success of our society. CPI # Cumulative Progress Indicator (CPI) Proficiency Level- Novice Mid (NM) 7.1.NM A 28 P age Interpretive Mode (A) 7.1.NM.A.1 Recognize familiar spoken or written words and phrases contained in culturally authentic materials using electronic information sources related to targeted themes. 7.1.NM.A.2 Demonstrate comprehension of simple, oral and written directions, commands, and requests through appropriate physical response. 7.1.NM.A.3 Recognize a few common gestures and cultural practices associated with the target culture(s). 7.1.NM.A.4 Identify familiar people, places, and objects based on simple oral and/or written descriptions. 7.1.NM.A.5 Demonstrate comprehension of brief oral and written messages using age- and levelappropriate, culturally authentic materials on familiar topics 7.1.NM.B Interpersonal Mode (B) 7.1.NM.B.1 Use digital tools to exchange basic information at the word and memorized-phrase level related to self and targeted themes. 7.1.NM.B.2 Give and follow simple oral and written directions, commands, and requests when participating in age-appropriate classroom and cultural activities. 7.1.NM.B.3 Imitate appropriate gestures and intonation of the target culture(s)/language during greetings, leave-takings, and daily interactions. 7.1.NM.B.4 Ask and respond to simple questions, make requests, and express preferences using